Grammar_Translation_Method

Advantages and Disadvantages of Using Grammar Translation Method Rather Than Communicative Methodology 1. Introduction English is the most spoken and written language around the world and it has become the most common one at our schools as well. The system of teaching foreign languages at our schools has changed so much. In these days, teachers can choose their books and other supplementary materials, they can also choose methods or activities they want to use in their lessons. It may be a big advantage but also it is a big challenge. In my opinion, it is to difficult to find an suitable approach for all learners. The main point of my article is to compare grammar translation method and communicative language teaching. Although communicative approach is recommended to the teachers but not many teachers really use it. On the other hand, grammar translation method is said to be surpassed, but it is used at our schools. Today, communicative approach should be used in our schools but teachers use still grammar translation method. 2. Language teaching methods Mostly speaking, learning foreign languages is a necessity for human and it is almost as old as human history itself. But, modern language education started nearly 500 years ago. Latin was the dominant language of education in the past. Teachers started to teach modern languages at European schools in the 18th century. But, the teachers used the same method, depend on the only academic study of Latin. Teachers asked the students to memorise grammatical rules and translate sentences. The linguists started to invent new approaches and principles in the 19th and especially in the 20th century. Older methods are refused because newer methods are invented and upgrades as the only solution for foreign language students. Teachers still use some of the methods in these days, while the other methods had fallen into relative obscurity. 2.1 Methods of teaching foreign languages There are a lot of methods that can be used for teaching foreign language. Let me give information about some of the teaching methods. 2.1.1 Grammar Translation Method The Grammar translation method is a method for teaching foreign languages which uses translation and grammar study. This method is discussed in more detail in the following chapter. 2. Direct Method The direct method was established in Germany and France around 1900 as an oppositon to the grammar translation method in an attempt to integrate more use of the target language. It is sometimes also called ‘natural method’, as it operates on the idea that the second language must be learned as the first language – in a natural way. Translation and grammar should be avoided. The learners are believed to infer the grammar rules from the example provided by the teacher (“Language education” n.d.). According to direct method, texts and written language should be forbidden to the learners for as long as possible. This can be estimated the disadvantage of direct method (Celce-Murcia 2001: 56). I am not a supporter of avoiding grammar at all, I think that at least the most essential grammar rules should to be practised and thought. 3. Audio-Lingual Method During World War II, this method was developed in the USA. They needed people who were orally capable in the languages of their enemies and allies alike. The army thinked language as a form of behaviours, students should stop thinking about the language and instead start using language automatically. All grammar rules are deduced (“Language education” n.d.). Thornbury (2000: 21) says that Noam Chomsky has opposition about this method and claimed that people do not have a habitual language ability but an innate human capacity stimulated a reassessment of drill-and-repeat type teaching practic. 4. Silent Way While the teachers use this method, they are supposed to be silent so we called this method as the silent way. Students explore the language in practice and talk. It was believed that it is in student’s best interest to improve independence and autonomy and cooperate with each other in solving language problems. The teacher’s role is to monitor students’ progress, to choose essential material, and to guide students to show their own mistakes (Mora 2008). 5. Communicative language teaching The communicative language teaching method focuses on all of the components of communicative competence, because the language is seen as a means of communication. The communcative language teaching method is discussed in more detail in the chapter 4. 6. Suggestopedia While using suggestopedia, the classroom’s atmosphere is the most essential thing because learners should feel themselves confident and relax. Suggestopedia is a teacher-controlled method, but it does not mean that the teacher ought to give instructions. While teachers use this method, they use generally classical music, such as Mozart or Beethoven. It is used generally in the background to relax students (Bowen 2008). 7. Total Physical Response Total physical response method joins together skills and information. When the children learn their mother tongue, they answer physically to parent’s commands; the total physical response method has the same feature. The students need to carry out the instruction by physically performing the activities. 3. Grammar Translation method Larsen-Freeman defines the grammar translation method as; The grammar translation method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities. At one time it was called classical method since it was first used in the teaching of the classical languages of Latin and Greek. (2000: 11) 1. History This method is a traditional method which have been used since the late nineteenth and early twentieth century. It was considered that the mind and body were isolated and the mind comprised of three parts and these parts are emotions, will and intellect. They believed that it is able to control the emotions and will thanks to sharpened intellect. It was believed that to improve mental discipline, learning classical literature of the Greeks and Romans is essential. This means that, the purpose of teaching Latin and Greek was not the learners’ capability to speak them, the purposes were that develop logical thinking and intellectual capacities, to have a educational and civilizing effect and also to improve the standard of learners’ mother tongue (“Language education” n.d., “The grammar” n.d.). 3.2 Method The major characteristic of the grammar translation method is the focus on learning the rules of grammar and their application in translation from one language into the other. The lessons are taught initially in students’ mother tongue, with little active use of the target language. Long explanations of grammar rules are provided. The instruction often focuses on the form and inflection of words (Thuleen, 1996: para. 2). Vocabulary is taught in the form of isolated word lists. Readings in the target language are translated directly and then discussed in the native language. Disconnected sentences are also translated very often as little attention is paid to the content of texts; the texts are treated as exercises in grammatical analysis. Larsen-Freeman provides typical techniques associated with the grammar translation method: • translation of a literary passage (from target language to mother tongue) • reading comprehension questions (finding information in a text) • antonyms, synonyms (finding antonyms and synonyms for words or sets of words) • fill in the gaps (filling in gaps in sentences with new words or items of a particular grammar) • memorisation (memorising vocabulary lists or grammatical rules) • use words in sentences (students create sentences to illustrate that they know the meaning and use of new words) (Larsen-Freeman, 2000: 19-20). 3.3 Principles The principles of grammar translation method are: • A fundamental purpose of learning a foreign language is to learn to read its literature. • Its main goal is to enable the students to read or write in the target language. No emphasis is given on oral or aural skill, as it is assumed that students will never use the target language. • Items of vocabulary are memorized from bilingual lists. • The inital focus is on sentence translation; afterwards it goes beyond one sentence to a passage or any short text. • Grammar is taught deductively. Native language is used as a medium of instruction to explain rules of grammar. ( Richard and Rodgers, 2001: 5-6 ) 3.4 Techniques The techniques of grammar translation method are: • Translation of literary passage: students are required to translate reading passage from target language to native language. This reading excerpt may be taken from a piece of literature. Use of vocabulary items and grammatical structures are emphasized. • Reading comprehension question: students have to answer in the target language based on their understanding of the text. Three types of question can me asked and they are information based questions inference questions and questions which ask them to relate their lives to the passage. • Antonyms and synonyms: students are provided with a set of words and required to find out the antonyms and synonyms. • Cognates: sometimes there are some similarities among the languages, like items of vocabulary, sound patterns etc. which are known as cognates. Student may be taught cognates by learning the spelling and sound pattern by comparing the languages. They have to memorize also the cognates, only if the languages have cognates. • Deductive applications of rules: grammar rules are explained with the examples. Later, teachers asked to the students to find out more examples which are the same with the examples given. • Fill in the blank: teachers give some sentences with some missing words to the students and asked them to fill in the blanks with the new items of vocabulary that they have already learned. • Memorization: teachers give list of target language vocabulary and give their equal meanings in native language. Teachers asked to the students memorize the bilingual lists. • Use of words in sentence: later on students have to make up new sentences with the new items of vocabulary. • Composition: teachers asked to students to write a composition in the target language. Moreover, teachers ask to students to summarize the passage. ( Larsen-Freeman, 2000: 19-20 ) 3.5 Criticism There have been many criticisms for using of the grammar translation method to teach modern languages. Marks provides a few objections: • Understanding and speaking are more important for learners of modern languages than writing and reading. However, the grammar translation method is used in written language rather than in spoken language • Learning through experience and use is preferred in these days. But this method uses awake memorisation of grammar rules or vocabulary instead. • In these method the learners and the teachers speak mainly in their mother tongue. But, the target language should be used as much as possible. • In the grammar translation method the teachers have very important role and learners interact with the teacher, not with each other. In these days, it is suggested that learners should make their own discoveries independently. They should be able to work together as well. • Today, it is considered that translation, which is used as rather than ina main technique in the grammar translation method, is not the most suitable way for learners how to learn a new language. It is better to think in new language instead. • The grammar translation method emphasize on accuracy. But, In these days it is believed that fluency is more important than accuracy. (Marks 2008) While using this method, i think, there is a main and big disadvantage which is the role of the students. As they have passive role not active role while learning. Because, they have no opportunity to make up their own sentences and so they are not capable of communicating in everyday situations. Also, I think that student’s passive role is not enjoyable and motivating for students. 4. Communicative language teaching Communicative Language Teaching is generally described as a complicated approach in teaching, rather than as a teaching method. In these days, it is possibly the most usable and popular approach around the world (Widdowson 1990: 160, “Language education” n.d.). 1. History The linguists said that communicative language teaching is a rebound to grammar translation method and audio-lingual method. They felt that students were not learning realistic language so they could not know how to communicate. This approach was developed by Robert Langs in the early 1970s. It became quite fashionable and it has been adapted to the elementary, middle, secondary, and past-secondary levels (“The Communicative” n.d., “What is ” n.d.). 2. Method As I mentioned, communicative language teaching is a extensive approach to teaching. Littlewood (1991: 95) states that : foreign language teaching must be concerned with reality: with the reality of communication as it takes place outside the classroom and with the reality of learners as they exist outside and inside the classroom. Because both of these realities are so complex and poorly understood, nobody will ever produce a definitive teaching methodology. This method as a learner-centred method to learn a language. But, it does not indicate that the teacher does not have a role in this method. On the contrary, a creative and capable teacher is a important necessity for this method ( Majid Al-Humaidi 2007). This means that we cannot obviously describe a set of classroom practices, but only some general principles or features. Nunan listed five fundamental features of communicative language teaching like that: 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. 3. The provision of opportunities for learners to focus not only on the language but also on the learning process of itself. 4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 5. An attempt to link classroom language learning with language activation outside the classroom ( “Language education” n.d.). 3. Principles The principles of communicative language teaching method are: • Communication in the target language and focusing on its authentic use is the main idea. • Students can learn follow from the situational context and function about the grammar and vocabulary. • Ability to find out the meaning of the communicators’ intentions is an important part of communicative competence. • Teachers give importance to the student’s opinions and ideas. • Learners have the chance to work with language at the conversation or above the sentence level. • Errors can be seen as a spontaneous findings of learning stage, no chance is given that error can hamper the fluency of the learner. ( Larsen-Freeman, 2000: 125-128 ) 4. Techniques Larsen-Freeman (2000: 132-134) catogorized the techniques of the communicative language teaching method as: • Authentic materials: teachers us the materials from the real life, newspaper, article, journey, radio and television broadcasts which use the authentic language for communication so that the students can get the idea of the real usage of language. • Role play: students need to confront with a situation which given by their teachers. There would be two sides in a role-play situation and the contributors do not know how they will answer each other’s questions as there is a natural unpredictability about the other person’s choice. • Scrambled sentence: teachers give a passage which the sentences are in scrambled order and teachers asked to the students to unscramble the passage. In other words, the teachers asked to restore the sentences right order of the scrambled text or passage meaningfully. • Language game: to use games in teaching are enjoyable for students. For example; information gap is a game whic is used in teaching and it is enjoyable for the students. First, the students do not know what their classmates are going to do in the weekend. Students as speakers have choices to predict what their classmates will do in the following weekend. Each of the speakers will obtain response from the member of the group. If the prediction is not understood, then none of the members will answer to it only when the prediction is acceptable and meaningful then the members have a chance to answer. • Picture trip story: first of all, in picture trip story technique one student will take a trip story. Then, the student will show the first picture of the story to the other students. And then they will guess what the following picture of the story would look like. Teachers can also use this activity to solve a problem in communicative technique. 5. Criticism Linguists believe that the communicative language teaching method is the best approach in these days, so it is seldom criticized. But, Brown notices that there are certain warnings. He asserts that a teacher should not exaggerate certain features of this approach, they have to integrate it with common sense and balance the approach partially. Brown further asserts that teachers need to be conscious that there are many explacations of communicative language teaching. It is defined as an umbrella term which covers a variety of methods (“The Communicative” n.d.). The communicative language teaching method has some advantages; • Students gain more exposure to the language. • Students get to practice speaking the second language more frequently. • Students are able to express their ideas, emotions, and opinions in the classroom.. • Teacher acts as an adviser or facilitator during group discussions in the classroom. • Students learn through talking about real-world examples, not made up ones in the textbook. On the other hand, it has some disadvantages; • Students do not learn proper grammar methods because they are not stressed. • If the teacher understands what the student wants to say, there is no problem. Students are not corrected or graded on their errors. • If students are not corrected, many native speakers of the second language have a hard time understanding the student. • This approach takes away from the standard textbook usage in the classroom. • It is not a highly structured method of teaching. ( (“Communicative approach“ .nd) There is no doubt that in today’s world, a person’s key ability is communication and to communicate each other, people have to use their communication ability. I think, the communicative approach should be the basic besides teachers can use other methods and approaches in teaching foreign language. 5. Conclusion and Suggestions It can be said that an English language teacher should have the knowledge of the communicative language to create the confidence in his/her students. In today's communication based world, it is vitally importand to educate communities with the approaches and techniques which are based on real life situations, increasing self-confidene, student centered, real life like interactions and more, instead of rule-based, teacher centerd grammar translation method which does not have a communication ability at all. Teachers should be very eager to encourage students to view their learning and experience positively. It is theachers’ responsibilitiy to motivate students to create positive attitudes towards English language and be supportive and encouraging the students. We can not blame students for their miserable situation in English. If they are good teachers and good facilitiors, obviously they will be able to tolerate them with their mistakes. However, the government should take some effective steps to create a number of good English teachers and provide teaching aids and train the teachers who are now teaching English at different schools. I am sure that if the necessary steps are taken for the teachers, their perceptions and attitudes would be changed. Of course, it is also based on the proportion between your country's echonomical situations and the number of the pupils in your country to educate simultaneously in a year, to decide which approach or approaches to carry out. Then, communicative English language teaching will be successful and suitable. References Al-Humaidi, M. (2007). Communicative Language Teaching. Retrieved March 14, 2010, from http://faculty.ksu.edu.sa/alhumaidi/Publications/Communicative%20Language%20Teaching.pdf Bowen, T. (2008). Teaching approaches: what is suggestopedia'. Retrieved April 5, 2010, from http://www.onestopenglish.com/section.asp'docid=146499 Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Boston: Heinle & Heinle. Communicative approach. Retrieved February 10, 2010, from http://www.aber.ac.uk/~mflww/seclangacq/langteach9.html. Language education (n.d.). Retrieved March 24, 2010, from http://en.wikipedia.org/wiki/Language_education Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press. Littlewood, W. 1991. “Curriculum design”. Applied linguistics and language teaching, by R. Bowers, and C. J. Brumfit. London: Macmillan and The British Council Marks, J. (2008). Methodology: the grammar translation method. Retrieved March 15, 2010, from http://www.onestopenglish.com/section.asp'docid=146406 Mora, J. K. (2008). Second-language teaching methods. Principles & Procedures. Retrieved April 3, 2010, from http://coe.sdsu.edu/people/jmora/almmethods.htm Richard and Rodgers/// Richards, J. C. [pic], Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. U.K: Cambridge. The Communicative Language Teaching Approach. (n.d.). Retrieved February 6, 2010, from: http://www.englishraven.com/method_communicative.html. The Grammar Translation Method. (n.d.). Retrieved March 13, 2009, from http://www.englishraven.com/method_gramtrans.html. Thornbury, S. (2000). How to teach grammar. Harlow: Longman Pearson Education. Thuleen, N. ( 1996). The Grammar-Translation Method. Retrieved March 14, 2010, from http://www.nthuleen.com/papers/720report.html. What is the Communicative Approach' (n.d.) Retrieved March 3, 2010, from: http://www.escp.org/approach.html. Widdowson, H.G. (1990). Aspects of languge teaching. Oxford: Oxford University Press